Manual Of The Prophet
Introduction for the Teacher To prepare yourself spiritually to teach this lesson, please read and ponder the following: A prophet is a man who has been called by God to speak for Him. Prophets receive God’s word by revelation and are then commanded to preach to the people (see;;; Dictionary, 754). We are blessed to be led by living prophets. Like the prophets of old, prophets today testify of and teach His gospel. Their teachings are the mind and will of the Lord. Teaching Tips Introduction for the teacher: Before preparing a lesson, take a moment to prepare yourself spiritually.
For example, you can read the introduction at the beginning of the lesson, including the scriptures listed. Studying the doctrines in the lesson can help you be receptive to the promptings of the Spirit as you prepare the lesson and as you teach it to the children. (See Teaching, No Greater Call,.) Preparation Bring a, if available. Learning Activities Begin with a gathering activity. For ideas, see.
Prayer Invite a child to give the opening prayer. Game Invite the children to play “follow the leader” with you.
Choose a child to walk, clap, or do some other action. Tell the other children to follow the first child, doing what he or she does.
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Continue until each child who wants a turn to be the leader has had one. Ask the children to follow you to the lesson area, and have them sit down. Doctrinal Instruction Tell the children that we have a special leader to follow, our prophet.
Explain that a prophet is a man who speaks with God—God tells the prophet what we should do. Tell the children that if we follow the prophet, we will be happy and Heavenly Father will bless us.
Explain that to follow the prophet means to do the things he tells us to do. Pictures Show the picture of (page 102).
Say, “This is the Prophet Joseph Smith. Heavenly Father and Jesus talked to Joseph Smith.” Hand the picture to a child to hold. Tell the children one thing the Prophet Joseph Smith taught us to do, such as read the scriptures. Have the children pretend to read the scriptures, and invite them to say, “Follow the prophet.” Hand the picture to another child and repeat the activity, acting out something else the Prophet taught, such as praying, eating good foods, and so on. After each action, have the children say, “Follow the prophet.” Continue until each child has had a chance to hold the picture. Show a picture of the current President of the Church, if available. Tell the children his name and some of the things he has taught us to do.
Explain that when we do these things, we will be blessed. Role Play Invite the children to act out ways we can follow the prophet. Song Invite the children to march around the room with you as you sing or say the words to the chorus of ( Children’s Songbook, 111). Follow the prophet, follow the prophet, Follow the prophet; don’t go astray. Follow the prophet, follow the prophet, Follow the prophet; he knows the way. Invite the children to sing with you.
Repeat, allowing the children to take turns leading the marching. Explain that to go astray means to do wrong things. Conclusion Tell the children that you know that when we follow the prophet, we will be blessed. Have the children say, “I will follow the prophet,” a few words at a time.
Prayer Invite a child to give the closing prayer. Optional Activities Preparation. For the figures activity and the guessing game: Copy and cut out the figures on page 103.
Color if desired. Fold along the dotted lines to make stand-up figures. I will follow the prophet. Daniel taught us that we should pray. John the Baptist taught us to be baptized.
Samuel the Lamanite taught us to obey Heavenly Father. Joseph Smith taught us to read the scriptures. For the coloring activity: Copy and cut out the figures on page 103 for each child to color.
Figures Tell the children that you are going to help them learn about some prophets who lived long ago. Place the four stand-up figures on the floor or on a table. Have the children take turns choosing one of the figures.
Tell the children the prophet’s name and read the caption. Invite the children to repeat a key word from the caption, such as “pray,” “baptized,” “obey,” and “scriptures.” Repeat until each child who wants a turn has had one. Guessing Game Have the children cover their eyes or turn their backs while you put the stand-up figures somewhere in the room. Make sure they are easily seen. Ask the children to look for the figures.
When they find one, have them bring it back to the lesson area. Tell the children the prophet’s name and read the caption to them. This activity is especially appropriate for older children.
Coloring Let the children color a copy of the figures on page 103. When they are finished, fold along the dotted lines to make stand-up figures for the children to take home. If you don’t have time to make the figures during the nursery class, ask the children’s parents to do it at home. Teaching Tips Optional activities are provided for you to add to the lesson if desired. If the supplies needed are not available to you, you may substitute something similar. Figures: The children might also enjoy hearing stories about these prophets.
Use (Daniel in the lions’ den), (John the Baptist baptizes Jesus),; (Samuel the Lamanite), and the (Joseph Smith translates the gold plates). Remember to keep the stories very simple and brief. Guessing game: Young children are naturally curious and might not cover their eyes or turn their backs.
They will still enjoy watching you hide the figures and then running to get them when you tell them to.
Absolutely fantastic. I'm reading through the manual extensively so when it arrives I'm going to be doing some videos of me doing walk through and demonstration with it.
I've always wanted to be able to manipulate acoustic sounds like strings, horns and articulate them the same way I could articulate analog oscillators and now I can. Sure I can go bananas and make it sounds uncrecognizable but there is something to be said about the ability to add a flutter or growl with an LFO to a sax or trumpet or glide to strings without having to menu dive to do it. It's all right there, bam, done. No ability to lose a musical idea simply because you have to menu dive to program the articulation. I don't think people realize how important that is.
So many times you hear saxophone patches or trumpet patches and they are polyphonic.why? It's not possible to play chords on a monophonic instrument.
Press Unison and the problem is solved. You can layer two French horns and tune one a half step off so it makes a cluster. I don't think people will realize it's full potential on how realistic the Prophet X can sound. While I fully intend to do synth based pieces with this instrument (I've already thought of a few themes and a few covers I could do with it) I also intend to use it as my main instrument if I want to record or compose a jazz piece or classical piece. I don't think many demos of the Prophet X will do that but I sure will. I really appreciate having the manual available.
It gives the obsessive among us with pre-orders something to digest. It certainly clears up a few things and makes the scope of the instrument obvious.
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It also leaves plenty of mysteries to explore when mine finally arrives, but that's inevitable. I think it does a great job as is of giving an overview and making clear how the instrument is intended to be approached. I took quite a few notes while doing my first pass through that might be useful for doing some quick editorial changes for the next revision: ERRORS Page 20 “TAB 3 - Inst Loop” under Loop Mode it states you can change the size of the pitch period by pressing Soft Key 3 (Inst1 Edit), but the diagram above shows Inst1 Edit as Soft Key 4.
Page 29 “TAB 2 - Panning” lists the value ranges for Osc 1 Pan and Osc 2 Pan as -64L64R when presumably both should be -64L63R. Page 57 “Modulation Examples” in the mod wheel vibrato example suggest Soft Knob 3 has two different behaviors. In step 4 it’s used to set the modulation amount, and then in step 5 to scroll through destinations. Presumably one of these is intended to be Soft Knob 4 instead?
Page 57 “Modulation Example” in the filter cutoff example Soft Knob 4 as described as adjusting modulation amount and selecting destinations. One of these is clearly intended to be Soft Knob 3. TYPOS + FORMATTING Page 59 “Effects” is missing a space after the comma in the phrase “for best performance,run the flangers” Page 69 “Additional Sequencer Parameters (Display Menus)” “Set Length” is doubtless intended to be bold like the other items listed. Page 81 “Modulation Wheel” the word hold is misspelled “hod” in the shortcut text. Page 118 “Exporting Programs and Banks” describes Dump Current All Banks as a command, but the extra word “Current” is clearly incorrect. SUGGESTIONS Page 7 “Creating a Program from Scratch” step 3 describes a shortcut, but presumably this is a shortcut for steps 1-4 and not just this single step.
Perhaps this should be listed after all four steps? Page 16: 'Sample Playback Parameters (Front Panel)” says to hold down the group button to select between factory and user samples. This is likely incomplete, as on page 122 under “Importing Add-On Samples/Instruments” the manual states that you press Group and turn the Type knob. Perhaps both should be corrected to state that you need to hold Group while turning the Type knob? Page 22 “Oscillators” describes oscillators as providing the raw building blocks of the Prophet X’s sound. While true on most DSI instruments, here it seems out of place since sampled instruments are also raw building blocks for sound.
Perhaps “provide additional raw building block” or similar? Page 65 “Clock Parameters” the Tap Tempo description says “for best results” tap the button 4 times, where previously the manual states that the Tap Tempo button must be pressed four times. Page 116 “Using USB” states that MIDI Out and USB can be used at the same time and transmit the same data. This is in conflict with Page 141 “Appendix E: MIDI Implementation” which describes MIDI Out Select as allowing one or the other, but not both, to be selected. NITS Page 25 “Oscillator Parameters (Front Panel)” under Slop 1&2 the manual asserts that the oscillators are stable and will not drift. This seems odd given the next statement.
Perhaps “will not drift unless configured to do so” or similar? Page 30 “TAB 3 - Hack/Deci” states that Bit Hack reduces bit depth from 16-bit down to 1-bit. Perhaps it should be clearer about the bit depth actually being selectable?
Something like “reduces the bit depth of the original 16-bit samples by a selectable number of bits, so a value of 15 results in nasty 1-bit fidelity” or similar? Page 87 “Synthesis 101: Synth Bass” describes a sine wave as having very few harmonics. A perfect sine wave has no harmonics, only its fundamental pitch.
What is this trying to convey? Page 116 “Using USB” references Mac OS X. Apple has rebranded their modern operating systems as macOS, but understandably that might not be familiar enough to be clear. Still, just FYI.